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The History Faculty is a new, free educational resource for secondary schools and especially those A-level students thinking about applying to University. We have a growing library of short, downloadable films of university lecturers speaking on topics from the A-level curriculum

Medieval and Early Modern Sources Online (MEMSO) is an essential resource for the study of Britain and its place in the world during the medieval and early modern period (c. 1100-1800). Combines the key printed sources for English, Irish, Scottish and Colonial history with original manuscripts and the latest web technologies.

The Economic History Society exists to support research and teaching in economic and social history, broadly defined. It does this through publications, including the Economic History Review and a range of textbooks and study packs, through conferences and workshops, through the finance of research fellowships and research grants, and through bursaries and prizes for younger scholars.

First published in January 1886, The English Historical Review (EHR) is the oldest journal of historical scholarship in the English-speaking world. It deals not only with British history, but also with almost all aspects of European and world history since the classical era

Promotes the study of history and an appreciation of the importance of the past among academics and the general public, in the UK and internationally, and provides institutional support and individual leadership for this broad historical community.

PRONI holds millions of documents that relate chiefly, but by no means exclusively, to Northern Ireland. They date largely from c.1600 to the present day (with a few dating back as far as the early 13th century). The records held in PRONI fall into two main categories: public records and privately deposited archives.

C. Coffin. Journal of Curriculum Studies38 (4):
413--429(August 2006)This article usefully accompanied by Tim Moore's 'The Processes of learning ...' which also describes how genre awareness and mapping can help writing in three disciplines, including history. Particularly useful is the way Coffin sketches the different sub genres within history writing and how these are developed as the child progresses through the school curriculum. What I think is particularly useful is her discussion of how the 'Teaching-Learning cycle' can help students become aware of the requirements of 'institututionalised' genres that are new to them..